Assessing the Relationship Between Mexican-American Power Structure and Federal Funding of Bilingual Education in Texas.

Overview & Synopsis

The relationship between Mexican American power and federal funding being tapped for bilingual education by Texas school districts was examined through data from the 1970 Census and the Texas Education Agency's Division of Bilingual Education and information from two key Mexican American advocacy organizations. Although state legislatures, courts, and various educational agencies and community groups had increasingly supported bilingual education since passage of the Bilingual Education Act of 1968, support had varied and no national policy existed regarding distribution of funds. Many Texas school districts receiving the most federal funding for bilingual education were identified as being centers of Mexican American power, often equated with participation in the League of United Latin American Citizens (LULAC) and/or as areas where reapportionment litigation had occurred. Three counties with 1,200 or more persons of Spanish language or surname under 18 years of age had no bilingual education programs. Apparently bilingual education was not being provided in these three counties because no local pressure was exerted on the educational institutions to provide it. An appendix contains correspondence with cooperating agencies and organizations and Hispanic Texas Congressmen, along with Texas maps showing where litigation has occurred, LULAC power is strongest, and funding is greatest. (AW)